은유 분석을 통한 유아기 괴롭힘에 대한 교사와 부모의 인식

초록

This study aims to understand teachers’ and parents’ perceptions of early childhood bullying through metaphor analysis and to identify similarities and differences in their views. An open-ended questionnaire link was distributed to teachers working at early childhood education institutions and to parents of young children in Seoul and Gyeonggi-do, asking them to provide metaphorical expressions of early childhood bullying and tesplain their reasoning. A total of 192 responses were analyzed using metaphor analysis. The results converged into four of metaphors each with corresponding categories. The first metaphor is “Characteristics of Bullying” includes repetition, hierarchy within the group, invisibility, invisibility, unpredictability, inevitability, and danger. The second “The Process of Bullying” includes the accumulation and diffusion of minor conflicts and the spread of problems due to the absence of early intervention. The third, “Causes of Bullying”, includes developmental characteristics, expression of distress, and environmental influence. The fourth, “Effects of Bullying”, includes persistent wounds and pain, severed relationships, emotional isolation, inability, gradual buildup, vulnerability, and loss of safety. These results show that both parents and teachers have significant concerns about early childhood bullying. Parents tend to focus on their children’s porential vicmization, while teachers recognize bullying primarily in the context of peer relationships. Given these differences in perception, the study suggested that future mediation and intervention offorts should take perspectives into account.

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